The DAACS project will fundamentally change how students enter college; its goals are to provide students, their academic advisors, and faculty with critical insights into students’ self-regulatory and academic strengths and weaknesses, and to specify student support services that are likely to increase academic success, particularly for students at risk for dropping out. The proposed activities for this project are to: (1) create a free online formative assessment to automatically generate individualized feedback; (2) develop tutorials in reading comprehension and nonacademic skills to support learning; (3) inform predictive analytic models with data to determine interventions; and (4) conduct a formal evaluation involving 7,800 participating and 7,800 control students, continuing refinement for maximum impact. This 90 to 120 minute low-stakes assessment will link to tutorials in areas of weakness will permit students to relearn content while pursuing credit-bearing study. Anticipated results are: (1) reduced time to credit acquisition; (2) improved retention and completion; (3) improved grades in project courses; (4) reduced student costs; and (5) improved accuracy of predictive models. The target population is entering adult students, 75 percent of whom are members of one or more “at risk” categories: racial/ethnic minorities, first-generation, low-income, or rural students.